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The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory

https://doi.org/10.1111/bjep.12345
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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International Handbook of Research in Professional and Practice-based Learning
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The Influence of Evidence-Based Decisions by Collaborative Teacher Teams on Student Achievement
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Development of the self-regulated learning teacher belief scale
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The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction
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Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
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Conceptual Change from the Framework Theory Side of the Fence
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Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
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Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance
inferredcites →https://doi.org/10.1007/s11409-014-9124-0openalex-snapshot
Teacher beliefs, knowledge, and practice of self-regulated learning
inferredcites →https://doi.org/10.1007/s11409-018-9181-xopenalex-snapshot
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
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New Approaches to Measurement
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Partial Credit Model
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The Role of Goal Orientation in Self-Regulated Learning
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What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
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The time course of implicit and explicit concept learning
inferredcites →https://doi.org/10.1016/j.ijer.2019.101495openalex-snapshot
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective
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Tapping into the mental resources of teachers' working knowledge: Insights into the generative power of intuitive pedagogy
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Individual differences in student teachers' self-regulated learning: An examination of regulation configurations in relation to conceptions of learning to teach
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Understanding the limitations of global fit assessment in structural equation modeling
inferredcites →https://doi.org/10.1016/j.stueduc.2014.05.003openalex-snapshot
Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning
inferredcites →https://doi.org/10.1016/j.tate.2005.01.011openalex-snapshot
Autonomy, beliefs and the learning of elementary mathematics teachers
inferredcites →https://doi.org/10.1016/j.tate.2006.11.007openalex-snapshot
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
inferredcites →https://doi.org/10.1016/j.tate.2015.04.003openalex-snapshot
Beliefs about sources of knowledge predict motivation for learning in teacher education
inferredcites →https://doi.org/10.1016/j.tate.2018.01.012openalex-snapshot
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
inferredcites →https://doi.org/10.1016/j.tsc.2018.02.001openalex-snapshot
Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces
inferredcites →https://doi.org/10.1016/s0959-4752(96)00015-1openalex-snapshot
Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
inferredcites →https://doi.org/10.1023/a:1003083812378openalex-snapshot
Mathematics teaching as problem solving: A framework for studying teacher metacognition underlying instructional practice in mathematics
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Testing the Unidimensionality of Items
inferredcites →https://doi.org/10.1037/0022-0663.82.3.498openalex-snapshot
Effects of beliefs about the nature of knowledge on comprehension.
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Comparative fit indexes in structural models.
inferredcites →https://doi.org/10.1037/0033-295x.95.2.256openalex-snapshot
A social-cognitive approach to motivation and personality.
inferredcites →https://doi.org/10.1037/0096-3445.118.3.219openalex-snapshot
Implicit learning and tacit knowledge.
inferredcites →https://doi.org/10.1037/a0013101openalex-snapshot
Investigating preservice teachers' professional growth in self-regulated learning environments.
inferredcites →https://doi.org/10.1080/0022027870190403openalex-snapshot
The role of beliefs in the practice of teaching
inferredcites →https://doi.org/10.1080/00461520802616267openalex-snapshot
Resubsumption: A Possible Mechanism for Conceptual Change and Belief Revision
inferredcites →https://doi.org/10.1080/01443410903415150openalex-snapshot
Visible learning: a synthesis of over 800 meta‐analyses relating to achievement
inferredcites →https://doi.org/10.1080/02796015.2017.12087607openalex-snapshot
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement
inferredcites →https://doi.org/10.1080/10382046.2014.967113openalex-snapshot
Experienced geography teachers’ PCK of students’ ideas and beliefs about learning and teaching
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/10705519909540119openalex-snapshot
Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes
inferredcites →https://doi.org/10.1080/13540600320000170936openalex-snapshot
Teachers' conceptions of student learning and own learning
inferredcites →https://doi.org/10.1086/428745openalex-snapshot
Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students
inferredcites →https://doi.org/10.1086/592365openalex-snapshot
Children's and Teachers' Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling
inferredcites →https://doi.org/10.1111/j.1467-8624.1992.tb01653.xopenalex-snapshot
The Teacher's Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.00995.xopenalex-snapshot
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention
inferredcites →https://doi.org/10.1177/002224378802500207openalex-snapshot
An Updated Paradigm for Scale Development Incorporating Unidimensionality and Its Assessment
inferredcites →https://doi.org/10.1177/016146811711901303openalex-snapshot
Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills
inferredcites →https://doi.org/10.1177/1475725714564925openalex-snapshot
Helping preservice teachers with inaccurate and fragmentary prior knowledge to acquire conceptual understanding of psychological principles
inferredcites →https://doi.org/10.14786/flr.v4i5.247openalex-snapshot
What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy
inferredcites →https://doi.org/10.15353/cgjsc.v1i1.3787openalex-snapshot
Principles and Practice of Structural Equation Modeling
inferredcites →https://doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.2.12openalex-snapshot
A Preliminary Report Of The Psychometric Properties Of The Epistemic Beliefs Inventory
inferredcites →https://doi.org/10.15458/2335-4216.1203openalex-snapshot
A perspective on scale development in entrepreneurship research
inferredcites →https://doi.org/10.2307/1131353openalex-snapshot
The Teacher's Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom
inferredcites →https://doi.org/10.2307/2062821openalex-snapshot
Multivariate Data Analysis.
inferredcites →https://doi.org/10.2307/270754openalex-snapshot
Assessing Reliability and Stability in Panel Models
inferredcites →https://doi.org/10.3102/0002831207312909openalex-snapshot
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
inferredcites →https://doi.org/10.3102/0013189x015002004openalex-snapshot
Those Who Understand: Knowledge Growth in Teaching
inferredcites →https://doi.org/10.3102/00346543062003307openalex-snapshot
Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct
inferredcites →https://doi.org/10.3102/00346543067001088openalex-snapshot
The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
inferredcites →https://doi.org/10.3200/joer.102.3.163-174openalex-snapshot
Determinants of Teachers' Recognitions of Self-Regulated Learning Practices in Elementary Education
inferredcites →https://doi.org/10.3389/fpsyg.2017.00422openalex-snapshot
A Review of Self-regulated Learning: Six Models and Four Directions for Research
inferredcites →https://doi.org/10.3389/fpubh.2018.00149openalex-snapshot
Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer
inferredcites →https://doi.org/10.4135/9781412995627.d6openalex-snapshot
An Introduction to Rasch Measurement
inferredcites →https://doi.org/10.4324/9780203154472openalex-snapshot
International Handbook of Research on Conceptual Change
inferredcites →https://doi.org/10.4324/9780203839010openalex-snapshot
Handbook of Self-Regulation of Learning and Performance
inferredcites →https://doi.org/10.4324/9780203839010.ch2openalex-snapshot
A Cognitive and Metacognitive Analysis of Self-Regulated Learning
inferredcites →https://doi.org/10.4324/9780203874813-9openalex-snapshot
Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift
inferredcites →https://doi.org/10.4324/9781315697048openalex-snapshot
Handbook of Self-Regulation of Learning and Performance
inferredcites →https://doi.org/10.4324/9781410605740-11openalex-snapshot
Teaching Educational Psychology to the Implicit Mind
inferredcites →https://doi.org/10.7275/q7g0-vt50openalex-snapshot
Assessing unidimensionality: A comparison of Rasch Modeling, Parallel Analysis, and TETRAD

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning
inferred← citeshttps://doi.org/10.1002/jtr.70100openalex-snapshot
Travel Alienation and Coping Strategies of International Students: A Qualitative Exploration of the Role of Social Support
inferred← citeshttps://doi.org/10.1007/s11409-020-09258-0openalex-snapshot
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers
inferred← citeshttps://doi.org/10.1007/s11409-024-09390-1openalex-snapshot
Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills
inferred← citeshttps://doi.org/10.1007/s42010-023-00190-1openalex-snapshot
Teachers as agents of self-regulated learning (SRL): Studying the relations between teachers’ knowledge, beliefs, and SRL implementation across educational levels
inferred← citeshttps://doi.org/10.1007/s42010-023-00191-0openalex-snapshot
How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency
inferred← citeshttps://doi.org/10.1016/j.ijer.2020.101682openalex-snapshot
Conceptual changes for and during working life
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104133openalex-snapshot
Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations
inferred← citeshttps://doi.org/10.1080/09500693.2024.2358217openalex-snapshot
Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis
inferred← citeshttps://doi.org/10.1080/1046560x.2024.2381301openalex-snapshot
Coaching During Student Teaching: Using Self-Regulated Learning to Improve Questioning Skills for Preservice Science Teachers
inferred← citeshttps://doi.org/10.1080/14613808.2025.2543364openalex-snapshot
Self-regulated learning in studio music tuition: exploring the visions of instrumental classical-music teachers
inferred← citeshttps://doi.org/10.1155/2022/5011804openalex-snapshot
A Cognitive Diagnosis Method in Adaptive Learning System Based on Preconceptions
inferred← citeshttps://doi.org/10.25273/jpfk.v7i1.9474openalex-snapshot
Development of Quizizz-Based Interactive Questions to Measure Scientific Reasoning Skills
inferred← citeshttps://doi.org/10.3389/feduc.2020.00159openalex-snapshot
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
inferred← citeshttps://doi.org/10.3389/feduc.2020.584464openalex-snapshot
The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers
inferred← citeshttps://doi.org/10.3390/bs15121623openalex-snapshot
Changing Pre-Service Teachers’ Beliefs About Self-Regulated Learning: The Role of Refutational Texts and Instructional Analogies
inferred← citeshttps://doi.org/10.54033/cadpedv22n9-129openalex-snapshot
Estratégias de estudo e de aprendizagem: um estudo com futuros professores
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